1140 Editors’ Table. [November, : 
be obtained in sufficient quantities to enable teachers to place 
one in the hands of each child. What we have to suggest refers 
chiefly to the study of animals. a 
The popular conceptions of the study of zodlogy in schools, 
as we have learned from conversation with elderly gentlemen, — 
life-long teachers of the old regime, is, that it consists in looking — 
at a few stuffed birds and other specimens of the taxidermist's ar, — 
and reading about them in books and memorizing those dreadiut 
objects, zoological charts. From such a standpoint they do not . 
think much of the study of zodlogy as a discipline. In fact, the — 
presentation of an essay on the study of zoology as 4 mental 
discipline, before a meeting of teachers, was received with mild 
incredulity. Nothing but sums and grammatical rules will, in the : 
mind of the average school-teacher, meet the demands of the — 
times. ee 
And so the first difficulty we have to contend with is the ignor 
ance and often the prejudice of the teachers. We have few, very 
few men or women, who know anything of zoology. It 1S taught 
in the higher schools from books and charts. Where it is re 
as an elective in college, it is studied but a few hours a week 
teaches mathematics and Latin and Greek, after having 
it from eight to ten years. In those directions he has 
cial training. Were a fair amount of college time given to the 
logical study, we should see these studies introduced into re 
common schools and have teachers fairly competent om 
them. teaches 
Our remedy for the deficiency of trained biological ledge of 
would be something after this fashion. A slight know ste 
physical geography and of botany and zoology should ynr t 
to enter college; some time should be given to these ener 
least as an elective, each year after entering. In this ges i 
petent teachers will be graduated. jed 
In the common abudi the study of animals should be gai, 
in somewhat the following way: In the primary schoo ae 
ren up to ten years should learn the parts Ot 4 e ng Of 
should also be taught object lessons involving the i e stuffed 
shells, beetles, should watch a fish alive in a Jar, examine ous 
birds; and they should be taught to compare the ahs 
parts of a bird with those of a dog, cat or horse. t plants 
In the grammar school, besides simple lessons — eat 
children from ten to fifteen years of age should er 
weekly lesson on animals, beginning with clam, que a ould | 
ter shells, snail shells, beetles and butterflies; they 5 on” 
rfly. ee 
handle and draw a caterpillar, chrysalis and a bu : 
understand something of the metamorphosis ofa butte ‘ent | 
should also see a fish, draw it, learn the name of the outhi; d 
see the gills, and the teeth on the inside of the M% * — 
